Perceived Anxiety is Negligible in Medical Students Receiving Video Feedback During Simulated Core Practical Skills Teaching: A Randomised Trial Comparing Two Feedback Modalities.
anxiety
clinical skills
face-to-face feedback
one-to-one feedback
reflection
reflective practice
self-assessment
stress
video feedback
Journal
Cureus
ISSN: 2168-8184
Titre abrégé: Cureus
Pays: United States
ID NLM: 101596737
Informations de publication
Date de publication:
31 Mar 2020
31 Mar 2020
Historique:
entrez:
1
5
2020
pubmed:
1
5
2020
medline:
1
5
2020
Statut:
epublish
Résumé
Introduction The ability to undertake simple practical procedures is essential for graduating medical students and is typically assessed using simulated models. Feedback is a key component of the learning process in developing proficiency in these key skills. Video feedback (VF) has previously shown promise, however, negative effects of VF-related anxiety on performance have been previously reported. Our aim was to investigate for a difference in participant anxiety between supervised individualised video feedback (SIVF) and unsupervised generic video feedback (UGVF) when undertaking simulated basic practical procedures. Methods Undergraduate medical students participating in a clinical skills study to compare UGVF and SIVF completed a Likert scale questionnaire detailing perceived anxiety. During the study, students were recorded performing three basic surgical skills (simple interrupted suturing, intravenous cannulation, urinary catheterisation). Feedback was then provided by one of two methods: (1) SIVF - participant video footage reviewed together with a tutor providing targeted feedback, and (2) UGVF - participant video footage reviewed alone with concurrent access to a generic pre-recorded 'expert tips' video clip for comparison. Each participant received SIVF and UGVF at least once. Results The majority of participants did not find either SIVF (81.7%) or UGVF (78.8%) stressful. Students had a strong preference for SIVF (77.5%) and disagreed that similar 'face-to-face' feedback had impaired learning in the past (80.3%). Conclusion Medical student-perceived anxiety is negligible when video feedback is employed during simulated core practical skill training.
Identifiants
pubmed: 32351863
doi: 10.7759/cureus.7486
pmc: PMC7188453
doi:
Types de publication
Journal Article
Langues
eng
Pagination
e7486Informations de copyright
Copyright © 2020, Matthan et al.
Déclaration de conflit d'intérêts
The authors have declared that no competing interests exist.
Références
BMC Med Educ. 2014 May 22;14:103
pubmed: 24885005
J Surg Educ. 2015 Sep-Oct;72(5):969-73
pubmed: 26143520
Acad Med. 2009 Oct;84(10 Suppl):S25-33
pubmed: 19907380
Med Educ. 1998 May;32(3):332-6
pubmed: 9743791
J Surg Educ. 2015 Jul-Aug;72(4):697-703
pubmed: 25703737
Perspect Med Educ. 2015 Dec;4(6):284-99
pubmed: 26621488
Br J Surg. 2013 Oct;100(11):1448-53
pubmed: 24037563
Can J Surg. 2005 Jun;48(3):195-200
pubmed: 16013622
Adv Health Sci Educ Theory Pract. 2012 May;17(2):183-94
pubmed: 20143260
Adv Health Sci Educ Theory Pract. 2008 Aug;13(3):275-88
pubmed: 17091339
Surgery. 2010 May;147(5):631-9
pubmed: 20414972
BMJ. 2003 Mar 8;326(7388):543-5
pubmed: 12623919
BMC Med Educ. 2005 Jul 19;5:28
pubmed: 16029509
J Am Coll Surg. 2011 Feb;212(2):225-33
pubmed: 21276534
J Surg Res. 2015 Nov;199(1):15-22
pubmed: 26148827
Resuscitation. 2009 Aug;80(8):919-24
pubmed: 19467753
Ann Surg. 2011 Mar;253(3):488-94
pubmed: 21209585
Am J Surg. 2018 Sep;216(3):618-623
pubmed: 29275906
Clin Teach. 2014 Jun;11(3):174-8
pubmed: 24802916
Am J Surg. 2013 Feb;205(2):169-74
pubmed: 23331982
J Surg Educ. 2017 Jul - Aug;74(4):612-620
pubmed: 28041770